On this page are the answers to the first part of the notebook. If you are already studying the second, go here >>

At first glance, the tasks in the workbook "The World Around" for Grade 1 should be extremely easy and understandable, but often this is not the case and there is some zest in the answers that will not immediately come to mind. In this solution book, we will consider the most difficult tasks of the Pleshakov and Novitskaya notebooks and analyze the answers to them. Ready-made homework according to the Perspective program, but the same author - Pleshakov - is at the Russian school, so the tasks overlap for both children and parents, students in the Russian school may also find the solution useful.

GDZ tested and approved by the primary school teacher.

Some tasks require you to draw or stick something. If there is no suitable photo of yourself, it is not forbidden to use the Internet and paste a photo that is suitable in meaning. Empty boxes are not allowed. For example, you need to depict a school living corner, but it is not at school. Then we glue a photo or draw any living corner. The same with a pet, photos of relatives and acquaintances.

GDZ the world around us workbook No. 1 for grade 1 by page

Select a notebook page: page list ↓↓↓ 3 4-5 6-7 8-9 10-11 12-13 14-15 16-17 18-19 20-21 22-23 24-25 26-27 28-29 30-31 32- 33 34-35 36-37 38-39 40-41 42-43 44-45 46-47 48-49 50-51 52-53 54-55 56-57 58-59 60-61 62-63 64-65 66

Detailed analysis of the GDZ to 1 part of the workbook

Page 3-5. We and our world.

If everything is clear with the record of the home address and the address of the school, then the task "Excursion on the way to school" already makes you think. Show how the boy and girl should get to school. Draw a thread from the ball.

Pleshakov will often have tasks with a ball, we perform them as follows: we find a ball in the picture and continue its thread, we lead, in particular, to the right through the pedestrian crossing, and then through the underpass diagonally.

Page 6-7. Nature

1. Find in the pictures something that relates to nature. Trace with green pencil.

Nature is something that is NOT created by human hands. We circle the moon, spruce, branch, dandelion, giraffe.

2. Color only what belongs to nature.

Leaf, mushroom, squirrel.

Page 8-9. Inanimate and living nature.

1. What of the drawn refers to inanimate nature, and what - to living? Fill in the mugs with this color: inanimate nature - blue; wildlife - green.

Blue: waterfall, stars, sun. Green - cat, birch, chanterelles.

Within: blue - stone, green - tulips.

2. Find an extra pattern in each row and circle it.

In the first - snowflakes, because they belong to inanimate nature, and the rest to living. The second row is extra mushrooms, they are wildlife, the rest is inanimate.

Page 10-11. Culture.

3. Name all the cultural objects depicted on p. 3, 4-5, 6-7, 10-11.

Temple, school, park, architectural monument (ancient kremlin), book, church, tower.

Pages 12-13. Nature in human creativity

1. Connect the toys and the names of the materials from which they are made with arrows. What animals do these toys look like?

Straw bird, Wood bear, clay horse whistle, birch bark horse.

Page 14-15. We are the people

1. Together with adults, select photos of your relatives and friends different ages. Paste these photos into the boxes.

2. Choose 2-3 photos. Tell me who these people are to you. How do you feel about them? To answer, use the words: relatives, friends, neighbors; I treat with love, in a friendly way, with sympathy.

This is my own brother. His name is Misha. We are best friends with him. I love my brother very much.

This is my football coach. He is very strict but fair. I treat him with great respect.

Page 16-17. How we communicate with the world.

Complete the boy's story. Use drawings. Color them.

1. I'm interested in looking at (drawing a butterfly). I like the fragrance (draw a flower). I like to taste (berries). I am happy to hear singing (draw a bird). I enjoy petting (a dog).

Where do you think the boy is walking? Write it down.

2. Look at the pictures. Use green to paint over the circles of those objects that help us see better. Items that help us hear better, tick the box.

Green circle: microscope, glasses, binoculars, telescope. Tick: microphone, headphones.

What do you think the thermometer is for? Write down:

For temperature measurement.

pp.18-19. People are creators of culture.

1. Read and listen to the story. Look at the drawings for it. How did a man come up with a steam locomotive? Connect the drawings with a thread from the ball.

Figure numbering in order from left to right: 3-1-4-6-5-2-7

2. Write in the boxes the name of another mode of transport that uses steam power. Find it in the pictures and circle it.

P. 20. Our class.

1. Check the boxes for vintage school supplies.

We tick off: a fountain pen, an inkwell, a quill pen, a blotting paper and a certain copper object that looks like either a candlestick or a wax seal.

2. Find an answer to the riddle among the objects. Enter the name of this item. Born twice, Never baptized, I don't know letters, And I've been writing for a century.

Goose feather.

3. Look at the picture and find an answer to each line of the riddle on it. Connect the lines and clues with arrows.

The earth is white - a piece of paper
Three walk - fingers
They drive one, - pen
Two look - eyes
One commands. - hand

4. Circle in the picture everything that should not be in the old classroom. Color the object on which they write with chalk (board).

Outline: robot, keyboard, computer, mouse, phone, train, car, wall lamp.

pp. 22-23. We are a friendly class.

2. Ask any of the elders to write a story about their teacher. Sign the name of the author of the story.

I always remember my first teacher with warmth and love. She was the kindest in the eyes of the students. She taught us not only to write and count, but also to be friendly, honest and independent.

Page 24-25. nature in the classroom.

1. Cut out the pictures from the application and place each plant in its own window.

Violet - blue flowers, cactus - prickly thick trunk with 2 pink flowers, begonia - a plant with wide green leaves, purple with inside, spurge - a prickly stem and red flowers, dracaena - a long stem with thin hanging leaves, sansevier - green "tails" creeping up.

2. These plants are similar to each other. Can you tell them apart? Connect the drawings and names with threads from the glomeruli.

On the left is a fern, on the right is a palm tree.

In this topic, they can ask for a home report or presentation about plants in the classroom.

pp. 26-27. What is growing at the school.

1. Draw a tree, a shrub and a herbaceous plant using a diagram.

A tree has a trunk and a crown, a shrub has several trunks and a crown, a herbaceous plant has a thin stem and leaves.

2. Find an extra pattern in each row and circle it. Explain your decision.

In the first row, an extra drawing is the 4th. This is a shrub, and the rest are trees.

In the second row, the extra 2nd drawing is a maple sprout (tree), and the rest are herbaceous plants.

3. Do you know these plants? Connect the drawings and names with threads from the glomeruli.

On the left are yellow flowers - buttercups, below them are blue chicory. On the right is a yellow tansy, under it is a pink bindweed.

Perhaps they will tell at home to prepare a presentation about plants in the school yard.

pp. 28-29. The world beyond the glass

2. Cut out the pictures from the app and place each fish in its tank.

Gourami - a fish with an orange fin, catfish - gray, swordtail - with a red side and a "sword" on the tail.

3. Using the identification atlas, find out the names of these fish. Connect the drawings and names with threads from the glomeruli.

On the left is a flat fish with gray stripes - a scalar, below it is a barb. On the right is a long fish with blue stripes - zebrafish, under it is a veiltail with beautiful long fins like a veil.

Paste Aquarium:

Page 30-31. Who else lives with us?

2. Draw food for each inhabitant of a living corner.

Parrot - millet, oats, seeds, apples. Canary - millet, oats, seeds, berries. Guinea pig - apples, carrots, beets, seeds. Hamster - millet, nuts, seeds, grass, potatoes, carrots, peas, apple. In principle, all small rodents can draw the same thing, for a rat, add lard to the diet for a change. Bunny eats grass, carrots, cabbage, hay.

You can print and paste in 1 task a photo of a living corner:

pp. 32-33. What are the animals.

1. What are these animals called? Put the numbers on the drawings.

a) Insects: 4.5.3.2.1

b) Fish: 1,4,3,2

c) Birds: 3,4,1,2

d) Animals: 4,2,3,1

2. Indicate with arrows signs of these groups of animals.

Insects have 6 or more legs. Birds have feathers. Fish are covered with scales. Animals have fur.

Business - let's skip the time, it's easy there.

pp. 36-37. Fun - hour.

1. Guess riddles. Draw the clues. Behind the glass door, someone's heart is beating. (Clock) Gossamer cobweb, yes it warms the back. (shawl) What baby is born with a mustache? (Kitty)

2. Underline the answer: What is between the floor and ceiling?

3. How to write "dry grass" in four cells? (HAY)

4. Draw the answer to the riddle: "Two cars were walking along a narrow road: one uphill, the other uphill. How did they part?" Answer: the cars moved in one direction, they do not need to disperse.

We draw 2 cars one after another, climbing the mountain.

5. What is drawn here?

These are old children's riddles from the category of jokes, how they got into the Federal State Educational Standard is incomprehensible to the mind. But if there is, we will decide. 1 - a bear climbs a tree, 2 - a giraffe.

6. Remember and come up with your own hand-drawn puzzles. Draw them. Tell a neighbor.

pp. 38-39. Our home and family

C. 40-41. My family is part of my people.

1. Consider vintage household items. Write their names using the words for reference. If you can, write the names of these objects in the language of your people.

Answers: spinning wheel, spoon, tuesok.

2. Draw a picture for your beloved together with the elders folk tale your family. Discuss the meaning of the story.

For example, the turnip is a very family tale. Meaning: in order for a difficult matter to be argued, it is necessary to unite the efforts of the whole family, all its members to try for the good of the family.

S.42-43. Nature in the house.

Think back to the plants and animals we learned about in our class. Put their numbers on the pictures.

Answers from left to right: 2-4-11 10-8-6 7-9-1-3 12-5

pp. 44-45. Where do water, gas, electricity come from in our house?

1. Find and mark the correct answers.

Water: 3rd picture.

Gas: 3rd picture.

Electricity: 1st picture.

2. Find these electrical appliances in the picture. Arrange the numbers.

Answers from left to right: 6-5-2 1-3-4

Think and tell what safety precautions you need to follow when handling these electrical appliances.

Electrical appliances must be used on a dry surface. Before plugging into the outlet, you need to check the integrity of the wire. Turn on, holding the plastic part of the plug with your hand, insert it into the socket to the end. Use the device according to the instructions. Do not put your hands into a working electrical appliance. After use, turn off the power, pull out the plug from the socket.

Beautiful stones in our house

1. Cut out the pictures from the application and place each stone on its shelf.

Granite is a variegated red-black stone, malachite is green with dark waves, selenite is translucent with a slight reddish tint, turquoise is blue with black, amber is orange, lapis lazuli is blue with light inclusions.

2. Use the identification atlas to find out what it is. Write the names in the boxes.

CORAL AMBER

pp. 48-49. Indoor plants in our house.

1. Recognize indoor plants by their leaves. Point out the names of plants with arrows. Check yourself in the textbook.

From top to bottom: monstera, croton, dieffenbachia, chlorophytum.

2. What are these plants called? Arrange the numbers.

Left to right: 1-2-3 4-5

pp. 50-51. Let's go out into the garden.

1. Where do these fruits and berries ripen: on trees, shrubs or herbaceous plants? Connect the drawings and diagrams with threads from the glomeruli.

Wood: apple, plum, pear, cherry.

Bush: cherry, gooseberry, currant, raspberry.

Herbaceous plants: strawberry.

pp. 52-53. Vegetables and fruits on our table.

1. Color only the vegetables.

We color cabbage, beets, carrots.

2. Color only the fruits.

Coloring pear, orange, lemon.

3. Prepare a vegetable salad. Fill it with vegetable oil. Write down your salad recipe.

Ingredients: cucumber, tomato, onion, vegetable oil. Cut vegetables, salt, season with oil.

4. Prepare a fruit salad. Fill it with yogurt. Write down your salad recipe.

Ingredients: banana, orange, apple, yogurt. Cut fruit, season with yogurt.

Page 54-55. About bread and porridge, about tea and coffee.

1. What is made of what? Connect with arrows.

From wheat - wheat flour - white bread, from rye - Rye flour- black bread.

3. What is missing? Fill in the boxes with the names of the plants.

From top to bottom: RICE MILLET BUCKWHEAT OAT

4. Indicate with an arrow the part of the plant that is used to make tea or coffee.

Tea - tea leaves, coffee - coffee beans.

pp. 56-57. Wild and cultivated plants.

1 - wild rose, 2 - rose.

2. Find the extra plant in each row and circle it. Explain your decision.

1 - dandelion. This is a wild plant, and the rest are cultivated. 2 - pear. This is a cultivated plant, the rest are wild.

3. Do you know fruits that are grown in hot countries?

From left to right: mango, papaya, dates.

pp. 58-59. The dog is in our house.

2. If you have a dog, make up a story about it. Ask an adult to write it down.

Even if the child does not have a dog, in this task you will need to come up with a story, even if it is about your grandmother's dog, or about a neighbor's dog, or about a yard dog.

My grandmother in the village has a dog called Bug. She eats porridge, meat, bread, gnaws bones. When we eat kebabs, she asks for a piece and I treat her. We love the Bug!

3. Cut out the pictures from the app and place each dog on its mat.

Pekingese - small, fluffy, with a flat muzzle, Cocker Spaniel - black and white, with long ears and a short tail, St. Bernard - one of the largest dogs, white with red spots, Laika - white and black, caral tail, collie - white - red, long-haired, dachshund - small, red, with short legs.

pp. 60-61. The cat is in our house.

2. Cut out the pictures from the application and place each cat in its house.

Siberian - the most fluffy, Persian - fluffy, with a flat muzzle, Siamese - white with black paws, muzzle and tail, British - gray shorthair.

3. If you have a cat, make up a story about it. Ask an adult to write it down.

Even if we don’t have our own cat, we think of any cat.

My grandmother has a cat, Phil. He is of British breed. Filya loves milk and meat. In summer he walks in the garden, and in winter he lives in the house. Filya catches mice and makes us happy with her tricks.

Project photo story about a pet:

Photos for the project:

pp. 64-65. Wild and domestic animals.

1. Finish each row by sticking a picture from the application.

1 - fox, this is also a wild animal. 2 - horse, this is a pet.

2. Find the extra animal in each row and circle it. Explain your decision.

1 - protein. This is a wild animal, and the rest are domestic.

2 - bee. This is a domestic animal, and the rest are wild.

3. What animals are shown in the drawings - wild or domestic? Mark the correct answer (fill the circle).

These are pets, people have tamed them, these animals help him in his work.

There are many interesting things in the world around us, but often we pay little attention to it. Children are more inquisitive creatures, so they are so interested in why it rains, where the snow comes from, whether trees can cry. These and many other questions are answered by this subject. And so that the guys were able to fully understand the essence of natural phenomena and understand difficult topics for themselves, a solution book was created for the textbook, in which all the exercises are discussed in detail and answers to additional questions are given. Publishing house "Enlightenment", 2018

What is included in it.

The collection is divided into two parts and has a thematic distinction. To make it easier for the children to find the right task in GDZ around the world Grade 1 Pleshakov, paginated. The completeness of the answers will help students to better comprehend this subject.

Do you need a solver?

Not all students are simply given the comprehension of this subject, especially if they previously did not pay attention to the surrounding reality, or they have not yet learned how to form their thoughts and conclusions well enough. In this case, the solution to the textbook will be of great help. "The world around. Workbook Grade 1" Pleshakov.

We continue to study the world around us according to the workbook, the author of which is Pleshakov A.A. and in this, the third academic year. As usual and usual, the tasks in the workbook follow the topics of the textbook, the teacher suggests doing them as homework. Since last year, Pleshakov has been teaching children to reason, look for data in additional sources of information, and fill in tables according to their observations. We have summarized all the material needed in the first half of the third grade on the subject of the world around us and collected it on this page, made the GDZ for you.

In the third grade, in the first part of the workbook of the EMC "School of Russia" we will work on the topics "How the world works", "This amazing nature", "We and our health". Students will learn what ecology is and why protect nature, they will understand the objects of animate and inanimate nature and learn to distinguish them, get to know some plants, animals, get to know themselves.

There is space in the notebook for three projects: “Wealth given to people”, “Diversity of the nature of the native land”, “School of culinary specialists”.

FOR WHOM THE TASKS DO NOT COIN, AND THE COVER IS THE SAME, YOU HAVE AN OLD NOTEBOOK.

Answers to part 1 of the workbook for grade 3, Pleshakov:

GDZ to the section of the notebook "How the world works"

Page 5-8. Answers to the lesson Nature

1 . Think and tell what nature means to you. What do you love most about nature? Write.

Trees, animals, seas and rivers, forests and fields - all this is important for a person to live. Most of all, I love to see how flowers bloom, delicious fruits ripen.

2 . Read the first paragraph of the text on this page. Emphasize with one line that which relates to inanimate nature; two traits that relates to living nature.

Diversity of nature
The majestic, radiant Sun (1 feat) and motley butterflies (2 feats) fluttering over the flowers (2 feats); thousands of mysterious stars (1 trait) in the night sky (1 trait) and green grass (2 traits) on a hillside (1 trait); a huge, boundless ocean (1 trait) and a small lizard (2 traits) on a hot rock (1 trait)… It's all nature!

Please note that flowers and grass are wildlife!

Living beings, unlike objects of inanimate nature, breathe, eat, grow, develop, bear offspring, die.

3 . Read the second paragraph of the text on p. 6. Serezha and Nadia's dad depicted the signs of living beings with the help of funny drawings. Guess what signs he meant and write them under the corresponding numbers.

Living beings (organisms)

1. Breathe
2. Eat
3. Grow
4. Develop
5. Bring offspring
6. Die

4 . Determine the names of the kingdoms from the symbolic drawings and write them in the diagram.

5 . Using the atlas-determinant "From Earth to Heaven" give examples of representatives of the kingdoms (at least three in each paragraph).

a) Plants: rose, poplar, lilac.
b) Animals: dog, giraffe, bear.
c) Mushrooms: white mushroom, chanterelle, boletus.

6 . Decipher the diagram (number the sentences).

The value of nature for people

2 delights us with its beauty.
3 gives us heat, light, air, water and food.
1 protects our health.
5 gives us the joy of discovery.
6 teaches us kindness.
4 gives us different materials for the household.

7 . The wise turtle offers you a task. Number the leaves from smallest to largest. It will turn out a word that we often pronounce when we communicate with nature. Write it in the boxes.

8. List ways of studying nature. Tell (verbally) about each of them.

1) observation
2) experiment
3) measurement

With the help of observation, a person accumulates information about the world around him, brings it into the system and looks for some patterns in this information.
Experiments (or experiments) are carried out by scientists in the laboratory. In the course of this kind of research, the experimenter himself reproduces various conditions or natural phenomena.
The main difference between observation and experiment is that the first method describes the phenomenon, and the second explains it.

9 . What device (tool) is required for each case? Point with arrows.

Length measurement - ruler (right)
Time measurement - hours (left)
Temperature measurement - thermometer (right)
Mass measurement - scales (left)

Page 9

1 . draw wonderful world, which was created on Earth thanks to the human mind. Explain your drawing (orally). Look what the other guys have drawn. Discuss your work.

2 . Read the list of words below carefully. Emphasize only what belongs to the inner world of a person.

Knowledge, hands, character, dreams, age, experiences, eyes, hairstyle, mood, height and weight, thoughts.

3 . The question ant is very interested in what people attribute to the best human qualities. Using the textbook, enter the necessary words in the cells and explain to the Ant how you understand them.

KINDNESS, HONESTY, RESPONSIBILITY, RESPONSIBILITY.

Kindness - responsiveness, sincere disposition to people, the desire to do good to others.
Honesty is the ability of a person to always tell the truth.
Responsibility - the ability to be responsible for one's actions, deeds.
Responsiveness - the desire to help others, not to refuse the request.

Page 10-12. Answers to the topic of the workbook Society

1 . When asked what society is, the guys gave different answers.

Igor said: "Society is a company of people who celebrate someone's birthday or other holiday together."

Olya said: “A society is an organization created for some purpose, for example, the Society for the Protection of Nature.

Vitya said: "Society is all of us, people."

Mark the correct answer (Vitya)

Task 2. Please read the list below carefully. Underline with lines of different colors according to the conditions:

Red - what refers to the characteristics of the family;
Green - what refers to the characteristics of the people;
Blue - that refers to the characteristics of the country.

Capital (in blue)
National Costume(in green)
joint farm(in red)
State borders(blue)
Life under one roof(in red)
Official language(blue)
Caring for each other(in red)
Territory (in blue)
Mother tongue (in green)
National dances(in green)

Ask a student sitting next to you to check on you.

3 . Write the names (names and patronymics) of your family members.

Fill in with your information! Example:

Ivan Alekseevich - father
Maria Sergeevna - mother
Dmitry Ivanovich - me

4 . Cut out from the Application and paste on this page images of the coat of arms and the flag of Russia. Sign these state symbols.

flag coat of arms

5 . Using the book "Encyclopedia of travel. Countries of the world" fill in the table (according to the model given in the first line).

Country Capital Head of State State. language

Hungary Budapest President Hungarian
Russia Moscow President
Germany Berlin President German
Japan Tokyo Emperor Japanese
Monaco Monaco Prince French

6 . And this task is offered to you by the Wise Turtle - a lover of travel. Fill in the table using the political map of the world.

Name of the country What continent is located on Why I want to visit this country

1. Brazil South America Watch coffee grow
2. Madagascar Africa See wild animals
3. Australia Australia See kangaroos and relic trees
4. Mexico North America Go to bullfight
5. Italy Eurasia Attend an Italian pizza cooking class

7 . Using the book "Encyclopedia of Travel. Countries of the World" prepare a message about the population and culture of one of the countries. Make notes in your notebook.

Message subject: Japan and the Japanese
Message plan: 1. Diligence 2. Smile 3. Connoisseurs of beauty
Important information: The original inhabitants of Japan are the Japanese. Their main features are diligence and goodwill, love for beauty.

Message:

The indigenous people of Japan are the Japanese. The main feature of the Japanese is diligence. A resident of Japan can work 18 hours in a row, with almost no rest. Industriousness encourages the Japanese even to give up vacations.
The Japanese from early childhood learn from their parents to smile under different circumstances of life. Even if something unpleasant happened, they try to endure difficulties with a smile on their face.
The people of Japan value beauty. They sing of the grace of nature, lotuses for them are sacred flowers.

Page 13-14. GDZ to the topic Russian Federation

1 . Using the map on p. 18-19 of the textbook give examples of subjects Russian Federation(1-2 in each paragraph)

1) Republics: Crimea, Sakha.

2) Territories: Krasnodar, Krasnoyarsk.

3) Regions: Moscow, Vladimir.

4) Cities of federal significance: St. Petersburg, Sevastopol, Moscow.

5) Autonomous region: Jewish.

6) Autonomous Okrugs: Chukotsky, Nenets.

2 . Sign the coats of arms of federal cities.

St. Petersburg, Sevastopol, Moscow

3 . Learn the coats of arms of the constituent entities of the Russian Federation. Connect the coats of arms and the names of the regions with lines.

4 . Enter in the table the names of the subject of the Russian Federation in which you live, its capital (administrative center), your city (village).

Fill in the table yourself. The subject of the Russian Federation is your republic, territory, region, city of federal significance, autonomous district.

That's where I live
The subject of the Russian Federation Krasnodar region
Capital (administrative center of the region) Krasnodar
My city (village) Hot key

Answers to page 15. What the plan will tell you

1

A local plan is an accurate drawing of a locality, made with the help of conventional signs.

2 . On your own or with the help of a textbook, sign the symbols of the plan.

city; Orchard; meadow and trail; dirt road.

3 . Consider a fragment of the plan of Moscow in the textbook. What sights are depicted on it.

Moscow State University, Sparrow Hills, University, Luzhniki Stadium, Botanical Garden, Olympic Village.

4. Look at the plan of the zoo in your textbook. Orient yourself on the sides of the horizon and determine in which parts of the zoo they live:

a) tigers - in the northern part
b) lions - in the southern part
c) bullfinches and other birds - in the Western part
d) camels - in the Eastern part.

Page 16-17. What is ecology

1 . Use your textbook to complete the definitions.

a) The environment is everything that surrounds a living being and with what it is connected.
b) Ecology is the science of the relationships between living beings and the environment.

2 . Ant Question, which lives on the edge of a spruce forest, was very interested in the topic of the lesson. "What is environment did you eat?" - he asked. Underline the necessary words in the list and answer (orally) the Ant's question.

Sun, heron, air, water lily, soil, swallow, giraffe, crossbill, woodpecker, penguin, squirrel, wood mouse, ants.

3 . Seryozha and Nadya's dad was preparing drawings for our lesson, but didn't have time to finish them. Who lives in this environment? Cut out the pictures from the Application and arrange them correctly.

Ask a student sitting next to you to check on you. After checking the sticker pictures.

4 . Complete the task of the textbook and make notes in your notebook.

Books on ecology (underline the title of the book you read):

"The Giant in the Glade, or the First Lessons of Ecological Ethics", "Young ecologist", "Plants and animals", "Ecology: we observe, we study."

Message subject: Why shouldn't you tear water lilies?

Message plan:
1. Moisture-loving plants
2. Wither quickly

All moisture-loving plants do not tolerate drought. Water lilies are moisture-loving marsh plants with long stems and weak roots.
Plucked water lilies wither very quickly and will not please the eye in a vase. But in nature, the water lily will bloom for a long time.

Source: Encyclopedia "Plants and Animals"

5 . Seryozha and Nadya's mother was on a scientific expedition in one of the reserves. Here is the task she has prepared for you.

Not far from Moscow there is a wonderful place - the Prioksko-Terrasny Nature Reserve. Having solved the crossword puzzle, you will find out what plants and animals are found there.

Page 18-19. Project "Wealth given to people"

Objective of the project: Find out what nature gives people.
in pairs.

Stages of work:

1) Find out what the ocean gives people (sea, river, lake)
2) What gives people the forest.
3) What mountains give people.
4) Conclusion

My project responsibilities: I have to find out what the forest gives people, find suitable pictures and interesting material.
Working hours: a week.
Ways of designing the results (story-portrait, story-biography, album, book, stand, etc.): Biography story

Plan of my speech at the presentation.

The work was difficult, but we did it perfectly. I couldn't have done it without help, but my mom and dad helped me. Our report came out very interesting and exciting.

Thank you very much to my parents and friends for their help.

Page 20

Complete the tasks in the textbook on p. 154-159. Complete the table as you complete the assignment. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.

GDZ on the topic This amazing nature

Page 21-22 Starry Sky - The Great Book of Nature

1 . When asked what constellations are, the guys gave different answers.

What do you think, which of the guys expressed the ideas of ancient astronomers, and who - the point of view of modern scientists? Answer verbally.

Petya expressed the ideas of ancient astronomers, Inna - the point of view of modern scientists.

2 . Using the illustrations in the textbook, connect the stars so that we get figures by which we recognize the constellations.

Ursa Minor Big Dog

Find and sign in these constellations the North Star and Sirius.

3. As instructed by the textbook (p. 43), observe the starry sky. Use the note on p. 40 textbook. Here you can write down the names of the constellations and stars that you managed to see.

Ursa Minor, Ursa Major, Polaris.

4 . The question ant loves to watch the stars, he wants to know how many constellations are in the sky? Help the Ant: find the correct answer and circle it with a blue pencil.

10 55 77 88 93 100 150

5 . And this task is offered to you by the Wise Turtle - a lover of astronomy. With the help of the atlas-determinant "From earth to sky" fill in the table.

Five constellations that I would like to see

constellation name:

1. Swan
2. Dove
3. Aries
4. Hercules
5. Leo

When is the best time to see this constellation?

1. Summer
2. Winter
3. Winter
4. Autumn
5. Winter

Why I want to see this constellation:

1. Cygnus - a large constellation
2. Dove - a little-known constellation
3. Aries is one of the most famous
4. Hercules - see him as a hero of mythology
5. The lion is a majestic figure

Page 23-24. Bodies, substances, particles

1 . Determine which row shows only natural bodies. Color the circle green. Which row shows only artificial bodies? Color the circle blue. And what bodies are depicted in the remaining row? Think about how best to paint the circle near this row (blue-green). Do this. Explain your decision.

2 . Give examples (at least three in each paragraph). Do not repeat what was shown in the pictures in task number 1.

a) Natural bodies: water, grass, tree, fire, star, deer, flower, butterfly.
b) Artificial bodies: brick, pen, eraser, TV, computer, ruler, carpet, knife.

What examples did the other guys give? Add one example from their responses to each item.

3 . Write out examples of substances from the text of the textbook.

Sugar, aluminum, water, starch, air.

4 . The Question Ant is interested in which of the above are bodies and which are substances. Point with arrows.

Bodies: nail, wire, spoon.
Substances: iron, copper, aluminum.

5 . Mark with a “+” sign in the appropriate column which of the listed substances are solid, liquid, gaseous. Do this first with a simple pencil.

Substance Solid Liquid Gaseous

Salt +
Natural gas +
Sugar +
Water +
Aluminum +
Iron +
Alcohol +
carbon dioxide +

Ask a student sitting next to you to check your work. After checking, put down the “+” signs with a pen or colored pencils (of your choice).

Page 25-26. Variety of substances

1 . Our inquisitive Parrot made a crossword puzzle for you. Solve it, and you will be convinced that you know not so little about substances.

Horizontally: 1. The substance that makes up lakes, rivers, seas. 2. A substance found in sweets and chocolates. 3. Substances that taste sour. 4. Grape sugar.

Vertically: 1. A substance that can be used to wash dishes, gargle; it is added to the dough. 2. A substance from which wire and some items of utensils are made. 3. The substance of which the nail is composed. 4. A substance that is abundant in potatoes and jelly. 5. A substance that we always see on the dinner table, but never add to tea.

Crossword Answers:

Horizontally: 1. Water. 2. Sugar. 3. Acids. 4. Glucose.
Vertical: 1. Soda. 2. Aluminum. 3. Iron. 4. Starch. 5. Salt.

2 . Practical work "We examine products for starch content."

The purpose of the work: to determine whether there is starch in the studied products.

Equipment: products issued by the teacher; diluted tincture of iodine, pipette.

Progress:

1) Conduct experiments: using a pipette, apply a drop of tincture of iodine to each of the products under study.
2) As you work, fill in the table.

Testing products for starch content

Product name Is starch detected
Potato +
Radish -
Bread +
Carrot -

.

Page 27-29. Air and its protection

1 . On your own or with the help of a textbook, sign on the diagram which gaseous substances are part of the air.

Oxygen (absorb)
carbon dioxide (excreted)
Nitrogen

Mark with pencils of different colors (of your choice) which gas living creatures absorb and emit when breathing.
Decipher the conventions you used.

2 . Fill in the table according to the results of the research.

Air properties

What are we studying? Conclusion
1) Is air transparent or opaque? transparent
2) Does air have color? Colorless
3) Does the air smell? Without smell
4) What happens to air when heated? Expanding
5) What happens to air when it cools? shrinks

3 . Use a schematic drawing to depict how air particles are arranged during heating and cooling. (Indicate air particles with circles.)

4 . Read the story of the Wise Turtle and complete her tasks.

Air is the protector of the living

Herbaceous plants wintering under the snow do not freeze because there is a lot of air in it. Thanks to the air, cold snow serves as a warm “blanket” for plants.
By winter, the fur of animals becomes thicker, and that of birds - feathers. Between thick hairs, feathers linger more air, and the animal is warmer in winter.

1) These facts are explained by another property of the air, which we have not talked about yet. Think about what this property is.
2) Give an example proving that this property of air is important not only for plants and animals, but also for humans.

1) The property of air is poor thermal conductivity.
2) Due to the fact that air does not conduct heat well, our clothes keep us warm.

Check yourself.

1) Air is a poor conductor of heat.
2) There is air between the body and clothing of a person and in the clothing itself. Therefore, clothes keep our body warm.

5 . Think up and draw on a separate sheet a poster "Take care of the air!".
Look what your friends have drawn. If you have ideas how you can help protect the air, discuss them and do it.

Task 6. On the instructions of the textbook, find out and write down what is being done in your city to protect the air.

They put filters on pipes, build road junctions to eliminate traffic jams, water the roads, plant trees, flowers, shrubs.

Page 29-32. Water

1 . Draw fruits and vegetables that contain especially a lot of juice.

You can draw a watermelon, tomato, cucumber, orange, apple, grapes.

Check the box next to the fruit or vegetable whose juice you enjoy the most.

2 . Calculate and write down how much water is in the human body if its mass is:

a) 60: 3 * 2 = 40 kg b) 90: 3 * 2 = 60 kg
60 kg - 36 kg; 90 kg - 54 kg

How much water is in your body? 30: 3 * 2 = 20kg

3 . These paintings began to paint the father of Seryozha and Nadia. Help them finish. Cut out the drawings from the Appendix and place each animal in its natural home. Don't paste the pictures right away. Ask a student sitting next to you to check your work. After checking, paste the drawings.

Based on the received application pictures, tell us about life in fresh and salt water.

4 . Practical work "Exploring the properties of water."

The purpose of the work: to determine the properties of water.
Equipment. For students: three laboratory glasses (two of them - with water); spoon, salt, crushed chalk, funnel, filter paper, scissors. At the teacher: a flask with a tube filled with tinted water; plate with hot water, plate with ice.

Water properties

What we do Conclusion

Experience 1. We lower a spoon into a glass of water. The spoon is visible. The water is transparent.
Experience 2. Compare the color of the water. Water is like a transparent strip. She has no color.
Experience 3. Determine the smell. Water has no smell.
Experience 4. Salt and chalk in water. Salt and chalk dissolve in water. The chalk colors it.
Experience 5. We pass dirty water through the filter. Water is purified.
Experience 6. We heat the water. When heated, water particles expand.
Experience 7. We cool the water. As water particles cool, they shrink.

Evaluation of the work performed (whether the goal was achieved): 5. goal achieved

Presentation: report to the class about the results of your work, listen and evaluate other messages.

5 . Use a schematic drawing to depict how water particles are arranged when heated and cooled. (Water particles are indicated by circles.)

6. Use experiments to determine whether these substances dissolve in water. Mark with a "+" sign (dissolves) or a "-" sign (does not dissolve).

Does the substance dissolve in water?
Sugar +
Clay -
Baking soda +
Starch -

7 . Ask your family members to take part in a small study (this is best done on a Sunday when the whole family is at home). Its goal is to prove the great importance of water in our lives.

Water and drinks that contain it (for example, tea, juice, fruit drink, compote) are an essential part of our daily diet.
Have research participants mark (fill in the box) during the day each glass of water they drink, a cup of tea, etc. At the end of the day, count the number of filled boxes and write down the resulting number.

Page 33-34. GDZ to the topic Transformations and the water cycle

1. Our tireless Parrot made a crossword puzzle again. All the words in it are water. How she loves mysterious transformations! Can you guess all her "masks"?

Steam
Ice
Rain
Cloud
A drop
Snowflake
Fog
Cloud

2 . Complete the table on your own or with the help of a textbook.

Three states of water
Examples Water condition
Water in the river, liquid dew
Ice, snow
Water vapor Gaseous

3 . Draw a diagram of the evaporation of water. (Water particles are indicated by circles.)
See what the other guys have drawn. Compare drawings. Are they all true? What is the most successful? Describe how water evaporates using a diagram.

4 . Draw a diagram of the water cycle in nature. First, draw with a simple pencil. Check yourself in the textbook. After checking, you can color the diagram. Tell us about the water cycle in nature.

5 . The wise turtle invites you to a mini-exam. Are these statements true? Circle "Yes" or "No".

Check your answers in class. Who passed the exam with excellent marks? Who made mistakes?
Correct the errors in the statements (cross out and write correctly).

1) Water occurs in nature in three states: liquid, solid and gaseous - Yes.
2) Water turns into ice at a temperature of + 10 degrees. - Not.
3) Ice and snow - solid water. - Yes.
4) When it turns into ice, water contracts. - Yes.
5) Water vapor - water in a gaseous state. - Yes.

Page 35-36. Save water!

1 . Using the textbook, enter the numbers in the text.

A person needs 20-50 liters of water per day for various household needs. It takes 1500 tons of water to produce one ton of wheat. And for the production of one ton chicken meat 3500 to 5700 tons of water are required.

Use these data when talking about the importance of water for humans.

2 . Cut out the details from the Appendix and assemble the appliqué model. Check each other's work. After checking, stick the details of the model. Tell us about the sources of water pollution.

3 . Think up and draw on a separate sheet a poster "Save water!".

Look at the pictures of other guys. If you have ideas on how you can help conserve water, discuss them and do it.

4. On the instructions of the textbook, find out and write down how water is protected from pollution in your city (village).

They build treatment facilities, clean water bodies, and prohibit swimming in protected areas.

Page 36-38. What is soil

1 . Use your textbook to complete the definition.

Soil is the top fertile layer of the earth. Fertility is the main property of the soil.

2 . Among the acquaintances of the Question Ant there are many animals that live in the soil. In the underground galleries of his house - an anthill - he hung portraits of friends. Sign them (on your own or with the help of a textbook).

1) Forest mouse
2) Medvedka
3) Earthworm
4) Mole

3. Practical work "Investigating the composition of the soil."

The purpose of the work: to determine what is included in the composition of the soil.
Equipment. For students: dry soil, two beakers of water, a spoon or glass rod. At the teacher: fresh soil, a tripod, a spirit lamp, a plate (cup) for heating the soil, a glass, a holder, a beaker, a filter, a pipette.

Progress of work: according to the tasks of the textbook (experiments with heating are carried out by the teacher). Fill in as you go

Soil composition
What we do Conclusion

Experience 1. We throw a dry lump of soil into the water. The soil contains air.

Experience 2. We heat fresh soil. There is water in the soil.

Experience 3. We heat the soil more strongly. The soil contains humus.

Experience 4. We put the calcined soil into the water. The soil contains clay and sand.

Experience 5. Evaporate a drop of water with soil. The soil contains mineral salts.

Presentation: report to the class about the results of your work, listen and evaluate other messages.

4. What constituent parts of the soil can be detected using these experiments? Point with arrows.

5. Using the diagram in the textbook, complete the model-application. To do this, cut out the signs from the Application and place them in the appropriate boxes (do not stick!).

Arrange a mini-exam for your desk mate. Arrange the signs so that there are 1-2 mistakes. Let the neighbor find them and fix them (place the signs correctly).

Page 39-41. plant diversity

1. In each of these drawings, Seryozha and Nadia's father depicted representatives of one of the plant groups. Number the pictures according to the list.
1. Algae. 2. Mosses. 3. Ferns. 4. Conifers. 5. Flowering.

Describe the variety of plants in the pictures.

2. Complete the tasks for group work in the textbook and workbook.

1) Write down a plant classification task for your classmates.

Algae, mosses, ferns, flower plants, conifers.

2) Count the plants in the textbook drawing (p. 72) and write down the results.

Dandelion officinalis - 2
Plantain large - 2
Red clover - 3
Total plants - 7
Total plant species - 3

3) Using the information from the text of the textbook, complete the table.

plant diversity

Plant groups Number of species
Algae 100000
Mosses 27000
Ferns 10000
Coniferous 600
Flower 250000

Review the completed table. Which group of plants is the richest in species? Which group has the fewest species? List the groups of plants: in order of increasing number of species; in order of decreasing number of species.

4) Write down the names of the plants you have identified:

a) in the class - aloe. violet, pink vinca (syn.), pink catharanthus.
b) in other premises of the school - Gardenia Augusta (syn.), Jasmine gardenia, rough zamia
c) near the school - spruce, pine, fir.

Use the Green Pages book to give examples of other types of plants. Write down at least three names.

Kiliya, lotus, chamomile, willow, birch, bamboo, flax.

3 . Seryozha and Nadia's mother took photos in the botanical garden different types plants. Try to recognize the plants from the photographs. Sign the names. You can use owls for reference.

Siberian blueberry, cornflower, May rosehip

European spindle tree, Kaempfer larch, narrow-leaved fireweed

4 . According to the instructions of the textbook, determine the names of several plants of the native land. Write down their names.

Indoor plants in my house: aloe, violet, dracaena, euphorbia.
Plants in my yard: cherry, lilac, poplar, asters.

Page 42-44. Sun, plants and you and me

1 . Using the diagrams in the textbook, complete the application model. To do this, cut out the signs from the Application and place them in the appropriate boxes (do not stick!).

How plants breathe and eat

And now try to build a model without the help of a textbook (shuffle the plates and lay them out again).
Arrange a mini-exam for your desk mate. Arrange the signs so that there are 2-3 errors. Let the neighbor find them and fix them (place the signs correctly).
Ask your desk mate to arrange the same exam for you.
When you are confident in your knowledge, stick the tablets in your notebook.

2 . Summarize the information obtained about the respiration and nutrition of plants. Write the names of the gases in the text.

During respiration, the plant absorbs oxygen, but highlights carbon dioxide. When feeding, the plant absorbs water, carbon dioxide, but highlights oxygen.

3 . Our Parrot - a lover of secrets and riddles - offers you a task. Connect the leaves so that you get the names of the substances that are formed in the green "kitchen" of the plant.

SUGAR STARCH

4 . Make a diagram according to the instructions of the textbook (p. 79).

What do plants give to animals and humans?

Explain your diagram. Compare it with the diagrams that other guys made. Discuss your work and evaluate it.

5 . And here, on behalf of your family, write a letter of thanks to plants for their contribution to maintaining life on Earth.

Thank you, dear plants, for oxygenating our planet so that we can live. Without you, life on Earth would be impossible.

Page 45-46. Reproduction and development of plants

1. Ant Question asked for a lesson assistants - hardworking bees. Make a word from the letters that the bees brought. Write it down in the boxes. And you will find out where the development of the plant begins!

2 . Make an explanatory dictionary on the topic "Pollination". To do this, indicate the explanations for the words with arrows. In case of difficulty, use the text of the textbook.

3 . Practical work "Studying ways to distribute fruits."

The purpose of the work: to establish a connection between the structure of fruits and the ways of their distribution.
Equipment: fruits of different plants given by the teacher; magnifier.

Progress of work: according to the tasks of the textbook. Complete the table as you work.

Write the names of the plants in the table. Draw their fruits. Fill in the circles according to the method of distribution: blue - by wind; red - animals and man.

The structure of fruits and methods of their distribution

Name of the plant Fruit structure Method of fruit distribution

Dandelion Fluffy Windblown (blue circle)
Apple tree Apples Animals and man (red)
Pine Cones Animals (red)
Plantain Seeds on the stalk Wind (blue)

Evaluation of the work performed (whether the goal was achieved): yes, the goal was achieved

Page 47-49. plant protection

1 . Tell verbally what plants mean to you. Do you have favorite plants? Write what.

Daisies, forget-me-nots, lilies of the valley, snowdrops.

2 . Number the examples of the negative impact of man on the plant world, expressed by these signs.

1. Deforestation. 2 Collection of bouquets. 3. Trampling. 4. Immoderate collection of medicinal plants.

Use these signs to tell why many wild plant species are becoming rare.

3 . Seryozha and Nadya's mother asks if you know the plants listed in the Red Book of Russia. Cut out the drawings from the Appendix and arrange them in the appropriate boxes. Check yourself in the textbook. After checking, paste the drawings.

4. Use the drawings in the textbook (pp. 84-85) to number and color the protected plants.

1. Water lily. 2. Bathing suit. 3. Wolf's bast. 4. Bell.5. Lily of the valley.

5 . Write down the rules that are "encrypted" by these conventional signs. (Give brief statements.)

While in nature, do not pick plants for bouquets. Make bouquets of those plants that are grown by man.

Collect medicinal plants only in those places where there are a lot of them. Some of the plants must be left untouched.

In the forest, walk along the paths so that the plants do not die from trampling.

6 . Serezha and Nadia's dad offers you a task. Design and draw a poster "Protect the plants!"

Look what your friends have drawn. If you have ideas how you can help the plants, discuss them and do it.

Page 50-54. Animal diversity

1 . In these drawings, Seryozha and Nadia's father depicted representatives of different groups of animals. Number the pictures according to the list.

2. Ant Question gave examples of animals of different groups, but made mistakes. Cross out the extra name in each row.
Explain to the Ant what his mistakes are.

a) Starfish, sea urchin, sea lily, sea cucumber, octopus.
b) Beetle, butterfly, spider, dragonfly, bee, fly.
c) Frog, lizard, snake, turtle, crocodile.
d) Crayfish, crab, shrimp, leech.

a) Octopus. All but him are echinoderms, and the octopus is a mollusk.
b) a spider. Everything except him is an insect, and a spider is an arachnid)
c) a frog. She is from the group of Amphibians (Amphibians), while other animals are reptiles.
d) a leech. All other animals are crustaceans and arthropods. The leech is a ringed worm.

3 . Complete the tasks for group work in the textbook and workbook.

1) Write down an animal classification task for your classmates.

What group of animals do snakes and crocodile belong to? Write a few more animals of this group.

2) Count the birds in the textbook drawing (p. 92) and write down the results.

Big tit - 3
Common nuthatch - 2
House sparrow - 4
Total birds - 9
Total bird species - 3

3) Using the information from the text of the textbook, complete the table.

Animal diversity

Animal groups Number of species

Worms 120000
Shellfish 100000
Echinoderms 6000
Shellfish 30000
Arachnids 40000
Insects 1000000
Pisces 20000
Amphibians 4700
Reptiles 8000
Birds 9000
Beasts 5000

Review the completed table. Which animal group has the most species? (Insects) Which group has the fewest species? (Amphibians) List the groups of animals: in order of increasing number of species; in order of decreasing number of species.

4) Write down the names of the animals you have identified:

a) fish - perch, shark, ruff, pike, trout, carp.
b) amphibians - newt, toad, frog.
c) reptiles - snake, lizard, crocodile.
d) birds - crow, sparrow, tit, ostrich, penguin.
e) animals - hedgehog, hare, cat, bear, mole, badger.

Use the Green Pages book to give examples of other types of animals. Write down at least three names.

Echinoderms - sea urchin, crustaceans - shrimp, insects - ant.

4 . Using the Green Pages book, prepare a report about one of the animal species (of any group). Take notes as you prepare your message.

Animal type: Squirrel
Group to which the species belongs: Animals (rodents)
Brief information about the animal: Squirrels are peaceful animals. They live in coniferous forests. They live in hollows, but more often they make a nest for themselves, built of branches and lined inside with wool, moss and feathers.

5 . These are different types of tits. Identify them with the help of the atlas-determinant "From Earth to Sky". Draw arrows from the names to the corresponding pictures.

Compare different types of tits. Identify the similarities and differences. Think and explain what signs these birds are most easily recognizable in nature.

Page 55-57. Who eats what

1. Analyze information about the nutrition of various animals. To which nutritional group would you classify them? Fill the circle with the appropriate color: green - herbivores; blue - insectivores; red - predatory; yellow - omnivores.

Animal nutrition

2 . On your own or with the help of the atlas-determinant "From Earth to Heaven" give examples of herbivorous and predatory animals. Write at least three names for each paragraph.

a) Herbivorous animals: cow, deer, kangaroo, roe deer, squirrel, rabbit.
b) Predatory animals: tiger, lion, eagle, falcon, wolf, snake.

3 . Complete the application model. Cut out the drawings from the Appendix and arrange them correctly. Ask a student sitting next to you to check on you. After checking, paste the drawings.

Tell the model about these food chains.

4 . Make power circuit diagrams.

a) Write in the correct order: wolf, oak, boar.

OAK -> BOAR -> WOLF

b) Write in the correct order: pine, woodpecker, bark beetle. Draw arrows.

PINE -> BARKEET BEETLE -> WOODPECKER

c) Give your example of a food chain.

FIR -> MOUSE -> EAGLE

5 . Methods of defense in plants and animals are very diverse. Here's what Seryozha and Nadia's dad drew. Complete his tasks.

Some plants defend themselves with sharp thorns (1); burning hairs (2); bitter taste (3). Find these plants in the picture and label them with the corresponding numbers.

How are animals protected? Look at the pictures and try to explain on your own who defends how.

Wasps and bees defend themselves by stinging the enemy. Snail and turtle - shell. Kulik and moths have a protective coloration.

Page 58-60. Reproduction and development of animals

1. Dog Ryzhik gathered friends for his birthday. Friends reminisced about their childhood. Who remembered what? Connect with lines.

2. Summarize the information received about animal reproduction.

a) Mark with a "+" sign in the appropriate column.

Groups eggs caviar cubs
Insects +
Pisces +
Amphibians +
Reptiles +
Birds +
Beasts +

b) Fill in the missing words.

In insects, eggs hatch into larvae, and in birds, chicks. In fish, fry are hatched from eggs, and in frogs and toads, tadpoles. Animals give birth to cubs and feed them with milk.

Check your work with your partner.

3. Complete the application model. Cut out the drawings from the Application and arrange them correctly.

Now give each other a mini-exam. Arrange the drawings so that there are 2-3 mistakes. Let the desk mate find them and fix them (put the drawings correctly).

When you are confident in your knowledge, paste the drawings into your notebook.
Tell the model about the development of animals of different groups.

4. As instructed by the textbook, observe how domestic animals take care of their offspring. Here you can draw or paste a photo.

Tell the class about your observations. Listen to other guys' stories. Which of their observations particularly interested or surprised you?

Page 61-64. Animal protection

1. Tell verbally what animals mean to you. Do you have favorite animals? Write what.

Cats, dogs, bears, cheetahs, wolf, horse, hedgehog.

2. Number the examples of the negative impact of man on the animal world, expressed by these signs.

1. Deforestation. 2 Pollution of water bodies. 3. Excessive hunting. 4. Excessive fishing. 5. Catching insects. 6. Noise and other disturbances.

Use these signs to tell why many species of wild animals are becoming rare.

Page 64

3. Serezha and Nadya's mother asks if you know the animals listed in the Red Book of Russia. Cut out the drawings from the Appendix and arrange them in the appropriate boxes. Check yourself in the textbook. After checking, paste the drawings.

4. Our sociable Parrot has many bird friends. He offers you a drawing-riddle. What is the name of this amazing bird? Where she lives? What is interesting? If you do not know, look for the answer in additional literature, the Internet.

Write the name of the bird and color the picture.

Mandarin bird. Lives in the Far East. This duck is bred in parks as an ornamental bird.

Page 65

5. Write down the rules that are "encrypted" by these conventional signs. (Give brief statements.)

1) Do not destroy bird nests.
2) Protect nests from animals.
3) Do not touch forest animals with your hands.

6. With the help of additional literature, the Internet, prepare a message about one of the animal species listed in the Red Book of Russia. Use the outline of the story about a rare plant or animal that you made in 2nd grade. Write down the basic information for your message, point by point. Specify the source(s) of information.

Message example:

The snow leopard is an interesting predator of the cat family. The snow leopard is one of the highest mountain animals. The snow leopard is mainly active at dusk, but sometimes during the day. The snow leopard makes its lair in caves and clefts of rocks, among rocky heaps, often under an overhanging slab and in other similar places where it hides during the day. Males are usually larger, more massive, stronger than their compatriots.

Find out which animals other guys have prepared messages about. Listen and evaluate their performances.

7. Think up and draw on a separate sheet a poster "Take care of the animals!".

Look what your friends have drawn. If you have ideas how you can help animals, discuss them and do it.

Page 65-67. In the mushroom kingdom

1. Draw a diagram of the structure of the fungus and label its parts.

Check yourself in the textbook.

2. Using the textbook drawing, color the mushrooms from the Red Book of Russia.

3. Give examples of edible and inedible mushrooms on your own or with the help of the identification atlas “From Earth to Heaven”. Write at least three names for each paragraph.

a) Edible mushrooms: mushrooms, boletus, white mushroom
b) Inedible mushrooms: gall fungus, pale grebe, fly agaric.

4. Look at the photos. Learn the mushrooms and write their names.

5. How much joy a mushroom picker brings a full basket! Draw the mushrooms that you had to collect, or paste a photo.

6. In the book "Green Pages" read the story "His Majesty Boletus". Make up questions for your classmates about this story.

What is this story about?
Why is white mushroom called white?
What mushrooms are called black?
What is the popular name for white fungus?
What kind white fungus called a boletus?

Ask the guys your questions. Rate their answers.

?Great cycle of life

1. Papa Seryozha and Nadia drew three groups of organisms that make up the main links in the circulation of substances. Number the pictures according to the list.

1. Manufacturers. 2. Consumers. 3. Destroyers.

2. Draw the arrows so that you get a diagram of the circulation of substances.

3. The wise turtle offers you a difficult task. According to the diagrams in a textbook or workbook, compare the water cycle in nature and the cycle of substances. What do they have in common, and what is the difference? Tell us about the significance of these processes for life on Earth.

The scheme of the circulation of substances in nature - nothing arises from nowhere and does not disappear into nowhere. Everything has its beginning, end and transitional forms. These are the basic rules of life.

The cycle of substances may look something like this:
the plant takes minerals and nutrients from the earth and energy from the sun and grows;
a herbivore eats this plant and transforms the resulting substances;
the carnivore eats the herbivore and transforms the resulting substances;
the apex predator eats the carnivore and again transforms the resulting substances;
microorganisms, such as bacteria, fungi and others, decompose the remains after the death of the highest predator into simple elements: nutrients, minerals, etc.;
plants absorb simple elements and the cycle continues.

What is common between the water cycle and the cycle of substances is that both water and substances return to their original state after passing the circle.
The difference between these processes is that water changes only its state (liquid, solid, gaseous), but always remains water, and with the circulation of substances, not only the state, but also the type of substances changes.

Page 68-69. Project "Diversity of the nature of the native land"

The purpose of the project: Find out what animals and plants are in the Krasnoyarsk Territory.
Form of work (individually, in pairs, groups, as a whole class): in pairs

Stages of work:

1) Find out what animals live in the Krasnoyarsk Territory
2) Find out what plants grow in the Krasnoyarsk Territory.
3) Make a conclusion about the diversity of nature in the native land.

My responsibilities for the project: Find pictures or photographs of animals in the Krasnoyarsk Territory and write about them
Terms of work: a week

The method of registration of the results: "The book of nature of the native land."

1) Animals
2) Animal types
3) Plants
4) Plant species

The plan of my speech at the presentation (conference, holiday).

1) Tell and show pictures of animals of the Krasnoyarsk Territory
2) Together with a friend, draw a conclusion and thank for your attention.

Materials for the project (write, stick, draw what you think is necessary).

STICK A PHOTO

How do I evaluate my work on the project (whether the work was interesting, easy or difficult, was it completely independent or did it require the help of adults, how was the cooperation with classmates, was the work successful).

I think our project came out good and interesting. It was quite difficult, but everything turned out well thanks to the help of parents and a friend.

Thanks for your help and cooperation.

Without help, I would not have coped, but my parents and a friend helped me. Thank them for this.

Page 70

Complete the tasks in the textbook on p. 160-165. Complete the table as you complete the assignment. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.

We look at the answers on the pages for self-examination in the textbook.

Answers site to the section We and our health

Page 71-72. Human organism

1. What would you like to know about the human body and health care? Write down your questions and try to find answers to them while studying the section “We and our health”.

What is the name of the science that studies the structure of the human body?
What organ allows us to breathe?

2. Sign the indicated human organs.

3. Using the textbook, complete the definition and fill in the table on p. 72.

An organ system is an organ that performs a common task.

4. Practical work "We measure our height and body weight."

Purpose of work: Measure your height and body weight.
Equipment: Centimeter, scales, pencil.

Progress:
1) Stand up to the wall and ask to mark the height with a pencil.
2) Take a centimeter and measure your height.
3) Get on the scale and check your weight.

Evaluation of the work performed (whether the goal was achieved): 5. The goal was achieved

Page 73-74. GDZ to the topic Sensory organs

1. Draw symbols for the rules of hygiene of the sense organs.
When working in a group, come up with and draw signs related to the sense organ that you are studying.

Based on the results of the work of the groups, draw the signs proposed by other children.

2. Summarize the acquired knowledge about the senses.

1) Connect the words in the right and left columns with lines.

Organ of vision - Eyes
Organ of hearing - Ears
Olfactory organ - Nose
Organ of taste - Tongue
Organ of touch - Skin

2) On your own or with the help of a textbook, complete the definitions.

a) Smell is the ability to sense smells.
b) Touch is the ability to sense objects by touching them.

Check your work with your partner.

3. Tell us what rules of hygiene of the sense organs are “encoded” in these drawings. Show with arrows which sense organs they belong to.

Mark (fill the circle) which of these rules you follow.

Page 75-76. Answers to the topic Reliable protection of the body

1. Our incredulous Parrot, having learned about the topic of the lesson, was very surprised: “Can human skin be a reliable defense of the body? Look at my dense feathers, at the thick coat of Ginger, at the hard shell of the Turtle. Here reliable protection! But a man has nothing of the sort. How can the skin protect him?

what do you think about it? Express your assumptions (orally), and at the end of the lesson draw a conclusion about whether they were correct.

2. Practical work "Exploring our skin."

The purpose of the work: to learn about the properties of human skin.
Equipment: glass, magnifying glass.
Progress of work: according to the tasks of the textbook.

Compare your observations and conclusions with the statements below. Circle "Yes" or "No".

1) The skin is soft and supple to the touch. Yes.
2) There is a stain of grease on the glass. This means that the skin releases fat. Yes.
3) Hairs and pores are visible on the surface of the skin. Oil and sweat are released through the pores. Yes.

Evaluation of the work performed (whether the goal was achieved): Yes
Presentation: report to the class about the results of your work, listen and evaluate other messages.

3. Write down what skin care products you use.

Soap, shower gel, sun cream, hand cream, lotion, mosquito repellent.

4. Using the textbook, fill in the table (give brief formulations).

First aid for skin lesions

Type of damage First aid

Injury Apply something cold.

Cut Wash with water. Lubricate with greenery.

Burn Apply cold.

Freezing Apply heat.

Page 76-77. Answers to the lesson Body support and movement

1. Sign the parts of the human musculoskeletal system shown in the figure.

Skeleton Muscles

2. Using the information from the textbook, write the numbers into the text.

Skeleton and muscles

The musculoskeletal system consists of the skeleton and muscles. In the human skeleton 200 bones. The number of different muscles in the human body is even greater: 650 . Used while walking 200 muscles. In order to wrinkle the forehead, we need 43 muscles, and in order to smile, - 17 muscles.

3. Seryozha and Nadia's dad drew these symbols for you. Tell them how to develop the correct posture with their help.

You need to sit at the table, keeping your back straight. The backpack must be the correct shape and size. If you have to carry something heavy, you need to distribute the load evenly between 2 hands. You need to play sports and do gymnastics. The bed should be even, the mattress and pillow not too soft.

Mark (fill in the circle) what rules you follow.

4. Using additional literature, the Internet, pick up and write down interesting information about athletes and other people who have especially developed strength, agility, endurance.

Alexander Zass (Khamsoy)
- he carried us on his back the piano together with the pianist.
- they shot at him from a cannon from a distance of 8 meters, and he caught this core.
- he was lying on a large piece of wood, from which a bunch of nails protruded, while there was a 500 kg stone on top of it, and the audience could hit it with their fists.

China's Song Mingming is the tallest basketball player in the world. His height is 236 centimeters.
Usain Bolt from Jamaica is the fastest man. In 2009, he set world records: he ran the 100m in 9.58 seconds and the 200m in 19.19 seconds.
- More than one injury out of twenty footballers receive when they congratulate each other on a scored goal on the playing field.

Tell me, would you like to take an example from one of these people.

Page 78-79. GDZ to the topic Our food

1. Fill in the table using the textbook.

Nutrients

Titles in-in Meaning for the body What products contain

Proteins Building material Cottage cheese, eggs, meat, cheese, fish

Fats Energy and builds. material Butter, sour cream, margarine

Carbohydrates Energy Bread, sugar, potatoes, pasta

Vitamins Health Preservation Vegetables and Fruits

2. Practical work "We study the composition of products."

The purpose of the work: to find out what nutrients and in what quantity are contained in different products.
Equipment: packages of various products.
Progress of work: according to the tasks of the textbook. Complete the table as you work.

Review the completed table. Which of these products contains the highest content of: a) proteins; b) fats; c) carbohydrates? Circle the appropriate number.

Evaluation of the work performed (whether the goal was achieved): 5. The goal was achieved
Presentation: report to the class about the results of your work, listen and evaluate other messages.

3. Point out the parts of the digestive system with arrows.

Check yourself in the textbook.

4. In what sequence does food pass through the digestive organs? Number.

3 Esophagus
2 sips
5 Intestines
1 Mouth
4 Stomach

Page 80-81. Respiration and circulation

1. Sign the names of the organ systems shown in the diagrams. Indicate the organs on each diagram with arrows.

Check with your roommate

2. Using the diagram of the respiratory system, determine in what order the air passes through the respiratory organs when inhaling. Number with red pencil. And how does it move when exhaling? Number with blue pencil.

2 3 Trachea 4 1 Lungs
1 4 Nasal cavity 3 2 Bronchi

3. Practical work "Learning to measure the pulse."

The purpose of the work: to learn how to measure the pulse of oneself and another person.
Equipment: a watch with a second hand or a stopwatch.
Progress of work: according to the tasks of the textbook. Fill in the tables as you work.

Table #1

a) 100 beats per minute
b) 130 beats per minute

Table #1

a) 90 beats per minute
b) 140 beats per minute

Compare the data in tables No. 1 and 2. Draw conclusions (orally).

Evaluation of the work performed (whether the goal was achieved): The goal was achieved
Presentation: Tell the class about the results of your work, listen and evaluate other messages.

4. Nadia wants to know which picture correctly shows how to find the pulse. Fill in the circle with the number of this picture.

5. As instructed by the textbook, measure the pulse of your family members. Write the data in table number 3

The pulse of an adult at rest is approximately 60-80 beats per minute, in a child 90-120 beats per minute.

Page 82-83. GDZ for the lesson Know how to prevent diseases

1. Using the textbook, make a memo.

hardening rules

1. Hardening by air.

The air will harden the body, if you do exercises with the window open, sleep in the warm season with the window open, play more often on fresh air, skating and skiing.

2. Hardening with water.

It is better to start hardening with a cool shower, lower the water temperature gradually. After water procedures, you need to rub the skin with a dry towel. In summer, bathing in a clean open pond tempers. The water temperature should not be lower than +20 C. You can stay in the water for no more than 10 minutes and always under the supervision of adults.

3. Hardening by the sun.

You need to sunbathe early in the morning or in the evening. Gradually increase the time to 30-40 minutes.

Compare the wording of the rules proposed by different groups. Choose the most successful ones. Formulate the general rules (principles) of hardening.

Test yourself. General rules (principles) of hardening: 1) gradualness; 2) persistence.

2. Seryozha wants to know what diseases are called infectious. Choose the correct answer and mark it with a tick. ...

Infections with pathogenic bacteria or viruses.

3. Using these pictures, tell us how to protect yourself and other people from infectious diseases.

You need to wash your hands with soap, wash vegetables and fruits before eating. When sneezing, cover your nose and mouth with a tissue so as not to infect others.

Mark (fill the circle) what you never forget to do.

4. Using the textbook, complete the definition.

An allergy is a particular sensitivity to certain substances.

Page 84-85. GDZ for the lesson Healthy lifestyle

1. Connect the words in the left and right columns with lines to make rules healthy lifestyle life.

Combine work and rest!
Eat right!
Keep it clean!
Move more!
Don't get into bad habits!

2. Look at the photos. What healthy lifestyle rules do children follow? Sign the rule under each photo.

Keep clean Do sports

3. The wise Tortoise and the Ant Question asked * a thought for you "traffic light of health." "Light it up" on p. 87 like this:

Page 86-87 Project. Culinary School

Project "School of Culinary Arts"

Objective of the project: Learn how to properly balance your diet to improve your health.
Form of work (individually, in pairs, groups, as a whole class): in pairs

Stages of work:

1. Learn about tasty and healthy food
2. Learn about junk food.
3. Write my salad recipe
4. Draw a conclusion

My project responsibilities:

1. Learn about tasty and healthy food.
2. Write a recipe for my salad.

Working hours: a week

Results format: "Book of Healthy Eating".

The outline of the book can be written here:

1. Tasty and healthy food.
2. Junk food.
3 Recipe for my salad "Health".
4. Conclusion. Proper nutrition is essential.

Recipe for my performance at the "Cooking Competition".

cucumber salad
1. Cut a fresh cucumber into slices.
2. We cut the dill.
3. Salt.
4. Add sour cream, mix.
5. The salad is ready.

How do I evaluate my work on the project (whether the work was interesting, easy or difficult, was it completely independent or did it require the help of adults, how was the cooperation with classmates, was the work successful).

The work was interesting and exciting. It was difficult, but they helped me and everything turned out well.

Thanks for your help and cooperation.

I want to thank my parents for their help.

Page 88 Let's test ourselves and evaluate our achievements

Complete the tasks in the textbook on p. 166 - 170. When completing tasks, fill in the table. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages".

Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.

We look at the answers on the pages for self-examination in the textbook.

Choose the right edition

1. Workbook on the World around Grade 1 Pleshakov Part 1, 2

Ready tasks

The surrounding world has a three-dimensional concept to call it easy and understandable. Even in the first grades, children acquire knowledge that will be useful in the future when studying such subjects as algebra, biology, history, geography, social studies. This is a burden for young schoolchildren, faced with which they may be disappointed in the first school days. So that the child does not get upset, you can purchase special workbooks, with the help of which, the study of the material will be easier. For the first grade, A. A. Pleshakov's workbooks would be ideal.

Such materials are intended for children and parents who will be useful in doing homework. If you use them correctly, the knowledge gained will be useful in grade 2. The basic knowledge of natural history gained in the first years of study will help you more easily master the program from grades 4 to 11. Learning will seem so easy and exciting that you want to learn everything new and interesting about the life of the planet and the whole world around you every day. Using the Reshebnik, you can get answers to all questions regarding the general education program.

How to use the Reshebnik around the world?

Reshebnik on the World around is used in the first grades - notebooks with questions that are compiled by the authors of textbooks for regular work in the classroom and at home. In gdz you can see questions of various types: find the right answers, make any observations. To make the learning process as effective as possible, you need to use all parts of the teaching and learning kit:

The teacher presents material according to the book for teachers, use collections of complex tasks. Workbooks on the world around 2nd grade or 4th grade are purchased by adults in order to control the process of doing homework for their children.

Workbook "World around" - an effective way to gain knowledge

The best guide to the world around us is considered to be a workbook for elementary grades, developed by Andrey Anatolyevich Pleshakov. Gdz was created to highlight and carefully work out the specific details of the content of the educational material. With the help of a class 2 solver, students consolidate the results of observation, experience, practice, develop their mental function, and also acquire a reverent attitude towards nature.

Reshebnik gdz on the surrounding world for the first grade was created based on the state general educational requirements for primary classes. The tasks that can be found in the workbook are aimed at carrying out the educational activities of schoolchildren and at working out important details of the content of the textbook, consolidating the results of experiments and observations. In order to study fruitfully at home, you need to scroll through the "Scientific Diary" insert, which is located in the first part of the notebook. This is very useful for 2nd grade kids who need to be engaged with their parents throughout the school year.

Andrey Pleshakov is a popular compiler of manuals, workbooks, teaching aids and other books on natural history. Previously, students in the primary grades received knowledge on the basis of Natural History books, and now they use textbooks The world around us. Today, Pleshakov's books on natural history are considered popular among teachers.

The author created the book "Green Pages" - it tells about the living environment, about how to bring good to other people. He created the only atlas-detector in Russia for beginning schoolchildren, which is called "From Earth to Sky". Andrey Pleshakov has been a writer for the Primary School pedagogical magazine for a long time. The author is a member of the editorial board and council of the journal.

Today Andrey Pleshakov and Marina Novitskaya are working on newest series textbooks on natural history, which will be available from the Prosveshchenie publishing house.

If you are already studying the second, go here >>

On this page are the answers to the first part of the notebook. If you are already studying the second, go here >>

The world that surrounds us - the world around us - the child begins to learn in infancy. But more closely and in detail he gets acquainted with the world around him at the lessons in primary school on the subject of the same name. If you study under the "School of Russia" program, then the author of your textbooks and workbooks on the world around you is Pleshakov.

In the first grade, the assignments are quite simple, you need to write at least, mostly draw or paste something according to the assignment. But all the same, the GDZ for 7 gurus offers you answers for verification, let's say, a solution book with homework answers to the first part of the workbook.

There are also personal assignments in Pleshakov's workbook, where they ask about the student himself, his life. Naturally, we cannot answer such tasks for you, we can only provide an example of what the answer might be.

In any case, the world around us is an interesting and fascinating subject, and if any topic touched upon in the lesson is especially interesting, our site 7 gurus will tell you about everything in the world.

Answers to part 1 of the workbook the world around us Grade 1 Pleshakov

Page 3

1. Draw our helpers - Question Ant and Wise Turtle. Think about the questions you would like to ask them.

2. Explain (orally) what these symbols mean.

Emoticons: well done; not everything turned out as we wanted; poorly.

GDZ on the topic What and who?

Page 4. Answers by 7 related gurus What is Motherland

1. Color the flag of Russia.

2 Think about what you can call your small homeland. Tell about her. Draw your city (village).

I live in the city of Pskov. This is a very beautiful city. It stands on the banks of the Great River. In the center of the city there is an old Kremlin called Pskov Krom. This is a very old building. She is over 500 years old. Although some researchers say that people lived on the territory of Pskov already 2000 years ago. I love to walk around the territory of Krom and imagine what kind of people lived here before.

Page 5. GDZ on the topic What do we know about the peoples of Russia?

1. Recognize the representatives of the peoples of Russia by their national costumes. Cut out the pictures from the Application and arrange them correctly. Do it yourself or with the help of a tutorial.
Check yourself in the textbook. After checking, paste the pictures.

And for old notebooks:

Name other peoples of Russia. Tell me what you know about them

Chuvash is one of the peoples of the Volga region. Chuvash people live in the Chuvash Republic. Their capital is the city of Cheboksary.
Kazakhs are a Central Asian people. They have their own state, Kazakhstan, but many Kazakhs also live in Russia. Most Russian Kazakhs live in the Orenburg, Astrakhan, Saratov and Omsk regions.
The Yakuts are the largest of the indigenous peoples of Siberia. They live in the Republic of Sokha (Yakutia). The capital of Yakutia is the city of Yakutsk.
The Buryats are another Siberian people. Buryats live near Lake Baikal. There is the Republic of Buryatia and its capital - the city of Ulan-Ude.

Answers to page 6

2. With the help of adults, write down what peoples inhabit your region.

My land is inhabited by: Russians, Belarusians, Ukrainians, Uzbeks, Tatars.

Draw the national costume of one of the peoples of your region.

Page 7. Related GDZ What do we know about Moscow? Answers of 7 gurus to 1 part of the workbook for grade 1, Pleshakov.

1. Do you know these sights of Moscow? Connect the pictures and titles with lines. Ask a roommate to check your work.

2. Consider the drawing of a first-grader Muscovite. Think of a story based on this picture.

How I went to May Day

Last year, my mother and sister Katya and I went to Red Square on May 1 to celebrate the Spring and Labor Day. It was a warm spring day. The sun was shining. We took balloons and Russian flags and drove off. It turned out that there were a lot of people on the square. Everyone walked cheerful, festive, sang songs, waved flags and took pictures. And then everyone suddenly released balloons into the sky. It was very beautiful. It turned out to be a real holiday of spring!

Page 8-9. Project "My small homeland"

On these pages, present a photo story about your small homeland. Try to express your attitude towards her in photographs and captions.

Glue photos of the city or village in which you were born.

Page 10. GDZ to the topic What do we have above our heads?

1. Watch and note what clouds are visible in the sky today.

Let's take a look at our observations.

2. Connect the dots in the drawing with lines so that you get the Big Dipper bucket. Check yourself in the textbook.

Page 10-11. Answers 7 gurus to the section What is under our feet?

1) Mark the names of the stones whose samples you have examined and identified.

We mark all the names.

2) Report the results of your work to other guys. Find out which stones they have identified.

2. Can you distinguish the studied stones from the drawings from the Appendix? Cut out and arrange the drawings correctly. Check yourself in the textbook. After checking, paste the drawings.

3. Collect beautiful pebbles on a walk and make a pattern or figure out of them. Here are some examples.

Take and bring a photo of your work to class.

Discuss which shapes and patterns are the prettiest and which are the funniest.

Page 12-13. Reshebnik on the topic What do different plants have in common?

1. Practical work "We study parts of plants."

1) Draw the plant you have considered. Complete the drawing so that all the studied parts of the plant are visible.

2. Assemble the plant from the parts given in the Appendix. What plant did you get?

3. Study what seeds are in these fruits. Glue a picture with its seeds to each fruit (from the Appendix).

Page 13-14. GDZ to pages What grows on the windowsill?

1. Practical work "We define indoor plants."

1) Draw the houseplants of your class that you have identified.

2. Recognize plants by fragments. Test yourself with the textbook drawing. After checking, connect the drawings and names with lines.

3. Draw your favorite houseplant. Tell me what you like about it.

violets

4. Identify 1 - 2 houseplants in your home. Write down the names.

Violet, dracaena

Page 15-16. What grows in a flower bed? GDZ to 1 part of the workbook for grade 1, Pleshakov.

1. Practical work "We determine the plants of the flower bed."

1) Draw the plants of the flower bed that you have identified.

2) Report the results of your work to other guys. Find out which plants they have identified.

2. Recognize plants by their parts. Test yourself with the textbook drawing. After checking, connect the leaves of the plants with their flowers with lines.

3. Collect a mosaic of flowers. Cut out parts from the Application and stick on.

Name the plants in the mosaic. Tell us which flowers of the flower bed you especially like. Why?

In the mosaic Astra, Irises, Marigolds. I like marigolds the most because they are bright and expressive.

4. Identify 1 - 2 flower bed plants near your home. Write down the names.

Marigold, calendula.

Page 16-18. Answers 7 gurus to the lesson What are these leaves?

1. Practical work "We define trees by leaves."

1) Draw the leaves of the trees you have identified.

2) Report the results of your work to other guys. Find out which trees they have identified.

2. According to your observations, color the leaves so that in each pair on the left there is a leaf of summer color, and on the right - autumn.

3. Collect fallen leaves on a walk and make a beautiful pattern or figure out of them. Here are some examples.

Paste a photo of your work here. Discuss in class which shapes and patterns are the most beautiful. And the funniest ones?

Page 19-21. GDZ to notebook pages What are needles?

1. Find deciduous and coniferous trees in the photographs. Deciduous trees are marked with a yellow circle, and conifers with green.

Deciduous (yellow): poplar, linden, aspen.
Coniferous (green) pine, spruce, larch.

2. Practical work "We define coniferous trees."

1) Sketch the twigs, needles, cones you have considered. Next, draw a silhouette of the tree to which they belong.

2) Tell the other guys about the results of your work. Listen and appreciate their messages.

3. Draw branches. What trees are they from? Explain how you were able to find out.

Twigs from spruce and pine. Spruce has short needles, pine has long needles.

4. Collect cones on a walk and make a funny figurine out of them. Here are some examples.

Paste a photo of your work here

Page 22-23. GDZ to the workbook Who are insects?

1. What insects are drawn here? Remember how they are colored. Think and explain why they are colored differently. Finish the drawing.

The grasshopper is green because it lives in the grass and disguises itself as it. The bumblebee is yellow with a black stripe, the color warns of danger.

2. How many beetles are on this page! Finish the drawings. That's how beautiful!

In color drawings, the beetles are enlarged. In fact, their dimensions are the same as in the small black drawings. Try to imagine each beetle as big as it really is.

Compare beetles by body length. Which one is the smallest? And what is the biggest one? In the squares, number the beetles in order of increasing size.

Fill in the circles next to those beetles that you have seen in nature.
If you're interested, find out the names of the beetles with the help of the identification atlas.

Page 24

1. Recognize fish by their silhouettes. Which of them are river and which are sea? Check yourself in the textbook. After checking, paint over the circles: for river fish - in green, for marine - blue.

2. Learn to draw a fish using the drawings on the left as a reference. Color your drawing.

Page 25-26. Answers 7 gurus to the workbook Who are the birds?

1. Practical work "Exploring bird feathers."

1) Sketch the feathers of the birds you have considered.

2) Tell the other guys about the results of your work. Listen and appreciate their messages.

2. Compare the crow, jackdaw and rook in color drawings. How are they similar? And how do they differ?

Find these birds in black and white drawings (not colored). Explain how you were able to recognize them.

Finish the drawings. At the same time, try to accurately convey the color features of each bird.

Tell us how you recognize these birds in nature.

Similar: all these birds are from the same family of corvids. group of sparrows. They all feed on insects and stay in flocks.

Difference: Birds differ in size and color. Crows are the biggest. Their length reaches 70 cm, and the weight can be more than 1 kg. The color of the crows is black with a metallic sheen. Rooks are almost 2 times smaller than crows. Their length is about 45 cm, and weight - up to 400 grams. The color of the rooks is black with a purple tint. Jackdaws are the smallest of these birds. Their length is only 35 cm, and the weight does not exceed 200 grams. Also, jackdaws have a thin gray stripe on their necks, by which they are always easy to recognize.

3. Learn to draw a bird using the drawings as reference. Color your drawing.

Page 27-28. Who are the animals? GDZ to 1 part of the workbook for grade 1, Pleshakov.

1. Practical work "Exploring the wool of animals."

1) Sketch the fur of the animals that you examined.

2) Tell the other guys about the results of your work. Listen and appreciate their messages.

2. Play a competition game: who will name the most animals. Follow the rule: the one who makes a mistake (names an animal of another group) is out of the game. Group winners compete against each other following the same rule.

Wolf, fox, hare, rabbit, cat, dog, bear, elk, deer, elephant, hippopotamus, giraffe, lion, leopard, cheetah, kangaroo, koala, panda, monkey, antelope, horse, pig, cow, sheep, raccoon.

3. Compare the sizes of the animals shown in the picture (p. 28). In the red squares, number the animals in order of increasing size. In the blue squares, number in order of decreasing size. Ask your desk mate to check you out.

4. 4 different animals hid here. Find them and color them.

Page 29-30. Answers 7 gurus to the lesson What surrounds us at home?

1. Consider the drawing on p. 42 textbooks. Help Ant clean up the house. Indicate with arrows what objects and where you will put and put.

2. Conduct a competition game: who will name more items of a particular group (furniture, electrical appliances, clothes, utensils). Follow the rule: the one who makes a mistake (names an object from another group) is out of the game. Group winners compete against each other following the same rule.

Furniture: wardrobe, sofa, table, chair, armchair, sofa, kitchen set, bed, bedside table, TV stand, computer desk, rack, showcase, hanging shelf.
Electrical appliances: refrigerator, washing machine, dishwasher, electric stove, kettle, microwave oven, mixer, multicooker, table lamp, TV, tape recorder, vacuum cleaner.
Clothing: jacket, blouse, T-shirt, T-shirt, shorts, trousers, pajamas, skirt, dress, coat, raincoat, jacket, breeches, jacket, suit, bathrobe, socks, underpants, tights, T-shirt, sweater.
Tableware: plate, spoon, fork, saucer, dish, salad bowl, kettle, pan, frying pan, jug, mug, glass, wine glass, tray, bowl, cup, tureen, gravy bowl, milk jug, baking pot, bowl.

3. Compare the sizes of the objects shown in the illustration. In the red squares, number the objects in order of increasing size. In the blue squares, number in order of decreasing size. Ask your desk mate to check you out.

Page 31. GDZ for the lesson What can a computer do?

1. Do you know how a computer works? Connect the pictures and titles with lines. Ask a roommate to check your work.

2. Draw your computer if you have one or the computer you would like to have.

3. With the help of adults, learn to do something on the computer that you don’t know how to do yet. Get ready to talk about it in class.

I needed to copy a picture from the 7 guru site, but I didn't know how to do it. But I read that you need to right-click on the picture and select the task to save the picture. Previously, I did not know how to use this function, but now I can.

Page 32. GDZ to notebook pages What can be dangerous around us?

1. Circle the extra item in each group. Explain your decision.

Group A has extra MATCHES. They are dangerous because of the fire, and the rest can prick.
In group B extra PILLS. They can be poisoned, and the rest can be burned.

2. Color the traffic lights. Explain what they mean. Color and memorize this road sign. Ask your desk mate to check you out.

3. At home, teach your toys to cross the street. Use the traffic light model made in the lesson for this. Show the adults what your toys have learned.

1. Circle objects that our planet is not like. Explain your decision.

Circle the PLATE because the planet is NOT flat;
circle the CUCUMBER because our planet is round.

2. Using the globe, color our planet in the picture.

Page 34. Let's check ourselves and evaluate our achievements. Answers to part 1 of the workbook for grade 1, Pleshakov.

Page 35 Answers of 7 gurus to 1 part of the workbook for grade 1, Pleshakov.

1. Draw your family or stick a family photo together.

2. With the help of adults, write down the names, patronymics, surnames of your family members.

Father - Alexander Ivanovich Semyonov
Mother - Anna Pavlovna Semyonova
Sister - Maria Alexandrovna Semyonova
I am Matvey Alexandrovich Semyonov

Page 36-37. Project "My family"

On these pages, present a photo story about the life of your family. Try to express your attitude to close people, to events in the life of the family in photographs and captions.

We paste photos of our family and sign them.

Page 38-40. GDZ on the topic Where does water come to our house and where does it go?

1. Show with arrows the path of water from the river to ... the river. Orally explain what is shown in the diagram under numbers 1, 2, 3. What happens in these places with water?

1 and 3 - cleaning systems. 2 - house.

2. Practical work "Performing experiments with water."

The purpose of the experiments: to understand how pollution and purification of water occurs.

Equipment:...

Experience 1. Modeling water pollution.

What we observe (draw)

Conclusion (we formulate orally): The water changes its color and becomes undrinkable.

Experience 2. We purify polluted water.

What we do (perform actions and verbally describe them)

What we observe (draw)

Conclusion (we formulate orally): The water becomes clear, it is purified.

The general conclusion from the experiments (we formulate orally): Water can be easily polluted, but with the right equipment it can be purified.

Yes, the goal has been achieved. I learned a lot about the properties of water and how it appears in my apartment.

Page 40-41. Where does electricity come from in our house? GDZ to 1 part of the workbook for grade 1, Pleshakov.

1. Practical work "Assembling an electrical circuit."

1) Assemble an electrical circuit from the parts of an electrical constructor. Use the drawing as a reference.

2) Draw the electrical circuit you have assembled.

3) Tell the other guys about the results of your work. Listen and appreciate their messages.

2. What works from the socket, and what - from batteries? Connect with lines of different colors.

Page 42-43. GDZ for the lesson How does a letter travel?

1. Imagine a postage stamp issued especially for you. That would be great! Draw a brand.

Examples of drawings on the stamp:

2. What are these items? Connect the pictures and titles with lines. Explain (orally) why these items are needed in the mail.

3. Draw a beautiful card for your friend or girlfriend.

Page 43-45. Where do rivers flow? Answers of 7 gurus to 1 part of the workbook for grade 1, Pleshakov.

1. Using the diagram in the textbook (p. 66), determine under which number the path of the water-traveler is incorrectly indicated. Mark this number (fill the circle with a red pencil). Orally explain what the error is.

Number 3 is incorrect. The sturgeon is the right tributary of the Oka, that is, it flows into the Oka.

2. Practical work "Preparing" sea "water".

1) To carry out the work, we need the following laboratory equipment: ...

Think about and explain how to use this equipment to prepare "sea" water. Do it. Use a diagram to show what you are doing.

We collect salt with a spatula; pour into a glass of water; stir with a glass rod.

2) Tell the other guys about the results of your work. Listen and appreciate their messages.

3. Where does the river flow in your area? Learn from adults and draw a diagram with their help.

On the example of the rivers of Podolsk:

Page 45-47. Where do snow and ice come from? GDZ to 1 part of the workbook for grade 1, Pleshakov.

1. Practical work "Performing experiments with snow and ice."

1) Using the textbook, formulate the purpose of the experiments.

2) Review and name the pieces of equipment.

3) Describe each experiment performed according to the plan: a) what did you do; b) what was observed; c) What is the conclusion?

4) Summarize the conclusions about the properties of snow and ice.

6) Tell the other guys about the results of your work. Listen and appreciate their messages.

2. Which column describes the properties of snow, and which column describes ice? Point with arrows.

Ice in column 1, snow in column 2.

3. Draw snowflakes. Compare them. What do all snowflakes have in common? And how do they differ?

Each snowflake has 6 rays. They differ in pattern.

4. Review the photos. Guess what the fortress is built of. What are fish made of?

The fortress is made of snow, and the fish are made of ice.

Take pictures of snow and ice in nature, on the streets of the city (village). Post your photos here. With their help, tell us how snow and ice help us relax, improve our health, and enjoy winter.

Page 48-49. How do plants live? GDZ for a lesson about plants.

1. How does a spikelet appear from a grain? Cut out the pictures from the Application and arrange them in the correct order. Ask your desk mate to check you out. After checking the sticker pictures.

2. Practical work "Learning to care for indoor plants."

2) Draw the items that you used to care for houseplants.

3) Demonstrate to the class the techniques you have mastered in caring for plants.

3. Color the drawing showing the plant being watered correctly. Explain your choice.

The plant needs to be watered at the root.

4. Interestingly, some plants live a very long time, especially trees. In additional literature, on the Internet, find information about the life span of trees. Fill the table.

tree life span
tree name lifespan
Prickly spruce 400-600 years
Sequoia up to 2200 years old
Aspen 40-100 years old
Oak up to 1500 years old

Page 50-51. How do animals live? GDZ to 1 part of the workbook for grade 1, Pleshakov.

1. Cut out the drawings from the Application. Place each animal in its natural home. Ask your desk mate to check you out. After checking, paste the drawings.

Explain your decision. Think about what surrounds an animal in its natural home. Tell how each animal is related to its surroundings.

2. Practical work "Learning to care for animals in a living corner."

1) Follow the instructions given by the teacher.

2) Draw the items that you used to care for the animals of the living corner.

We draw items for the care of a cat (left) or a dog (right). The animals themselves do not need to be drawn.

3) Demonstrate to the class the techniques you have mastered in caring for animals.

3. In additional literature, on the Internet, find information about the life expectancy of different animals. Fill the table.

Animal lifespan
Animal name Lifespan
Mouse up to 3 years
Horse under 55
Turtle 150-200 years old
Dog under 20
Indian elephant up to 70 years old

Page 52-54. How to help birds in winter? Answers to part 1 of the workbook for grade 1, Pleshakov.

1. Do you know the names of these birds? Connect the pictures and titles with lines. Check yourself in the textbook.

2. Identify the birds in this picture. Color them. Fill in the circles near those birds that you have seen in nature.

3. Practical work "Learning to make feeders and feed the birds."

1) Consider the diagram-instruction. Think over your actions and make a feeder.

2) Find in the photo what you can feed the birds with. Outline with green pencil. Why not? Outline with red pencil.

4. Hang up feeders around the school after school and put food in them. Some feeders can be taken home and placed in your yard. Don't forget to feed the birds! Paste the photo of the feeder here.

Page 54-55. Where does garbage come from and where does it go? GDZ to 1 part of the workbook for grade 1, Pleshakov.

1. Practical work "Learning to sort garbage."

1) Draw in each column of the table 1-2 of the items that you have sorted.

2) Tell the other guys about the results of your work. Listen and appreciate their messages.

2. Cross out in the picture everything that should not be here. Explain your decision.

Cross out ALL GARBAGE at the bottom of the picture. He shouldn't be in the field.

3. Consider the sign made by the Wise Turtle and the Question Ant. Formulate a rule for this sign (orally). Draw the same or come up with your own sign for this rule.

Page 56-57. GDZ to the lesson Where is the dirt in the snowballs?

1. Practical work "Exploring snowballs and snow water."

The purpose of the experiments: to find out if the snowballs contain dirt.

Equipment:...

Experience 1. We get snow water.

What we do (perform actions and verbally describe them)

What we observe (draw)

Conclusion (we formulate orally): Snow water is very dirty.

Experience 2. Filtering snow water.

What we do (perform actions and verbally describe them)

What we observe (draw)

Conclusion (we formulate orally): After cleaning, the dirt settles on the filter.

The general conclusion from the experiments (we formulate orally): Snow and snow water should not be eaten because they are very dirty.

Evaluation of the work performed (whether the goal of the experiments was achieved): The goal has been reached. I understand why you can't eat snow in winter.

2. Discuss with adults why air, water, and the surface of the earth in your region are polluted. How can you make your edge cleaner?

Page 58. Let's test ourselves and evaluate our achievements. GDZ to 1 part of the workbook for grade 1, Pleshakov.

As you complete the tasks in the textbook, complete the table. In the "My answer" column, fill in the circle in the color that you think corresponds to the correct answer. In the "Correct Answer" column, fill in the circles as shown on the "Self-Check Pages". Compare these two columns and fill in the third: if your answer is correct, put a "+" sign, if it's wrong - a "-" sign.